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It extends prior studies by examining how elements of preservice education (PSE), early career support, and on-the-job job satisfaction relate to intentions to leave. Using data from 2,144 Australian ECTs, the study identifies the importance of collegial peer relationships and confirms the role of mentoring and induction programs. Findings also show strong links between job satisfaction and intention to leave, informing goals of retention and satisfaction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-3-abstract-and-findings-on-early-career-teachers-intentions-to-leave-the-profession/593849/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-3-abstract-and-findings-on-early-career-teachers-intentions-to-leave-the-profession/593849.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about early career teachers (ECTs)?","Question",{"text":112,"@type":113},"It examines the complex factors that shape ECTs’ intentions to leave the profession, focusing on relationships among preservice education, early career support, and job satisfaction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and scope does the research use?",{"text":117,"@type":113},"The study uses data from 2,144 Australian ECTs to explore how those elements relate to intentions to leave.",{"name":119,"@type":110,"acceptedAnswer":120},"Which findings are highlighted as most important?",{"text":121,"@type":113},"The results emphasize collegial relationships with peers and confirm the significance of mentoring and induction programs, alongside a strong association between job satisfaction and intention to leave the profession.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593849,1792167584,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 3 | Article 6 |\n| --- | --- |\n| 2019\u003Cbr>Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction\u003Cbr>Nick Kelly\u003Cbr>University of Southern Queensland; and Queensland University of Technology, [nick.kelly@usq.edu.au](nick.kelly@usq.edu.au)\u003Cbr>Marcela Cespedes\u003Cbr>Queensland University of Technology, [marcela.cespedes@csiro.au](marcela.cespedes@csiro.au)\u003Cbr>Marc Clarà\u003Cbr>Universitat de Lleida, [marc.clara@gmail.com](marc.clara@gmail.com)\u003Cbr>Patrick A. Danaher\u003Cbr>University of Southern Queensland; and CQUniversity, [patrick.danaher@usq.edu.au](patrick.danaher@usq.edu.au) |  |\n\nRecommended Citation  \nKelly, N., Cespedes, M., Clarà, M., & Danaher, P. A. (2019). Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction. Australian Journal of Teacher Education, 44 (3). Retrieved from [https://ro.ecu.edu.au/ajte/vol44/iss3/6](https://ro.ecu.edu.au/ajte/vol44/iss3/6)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss3/6](https://ro.ecu.edu.au/ajte/vol44/iss3/6)  \nAustralian Journal of Teacher Education  \nEarly Career Teachers’ Intentions To Leave The Profession: The Complex Relationships Among Preservice Education, Early Career Support, And  \nJob Satisfaction  \nNick Kelly  \nQueensland University of Technology; University of Southern Queensland  \nMarcela Cespedes  \nQueensland University of Technology  \nMarc Clarà  \nUniversity of Lleida, Catalunya, Spain  \nP. A. Danaher  \nUniversity of Southern Queensland, Toowoomba; CQUniversity, Rockhampton  \nAbstract. This paper investigates the complex factors that lead to  \nearly career teachers (ECTs) deciding to leave the profession. It  \nextends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships.  \nResults highlight the importance of teachers’ collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of  \njob satisfaction are strongly associated with intention to leave the  \nprofession, leading to a number of implications for achieving the twin  \ngoals of higher teacher retention and job satisfaction.  \nKeywords: early career teacher (ECT); retention; support; preservice education (PSE); initial teacher education (ITE); satisfaction; attrition; Australia  \nIntroduction  \nAttrition by early career teachers (ECTs) is a long-running concern for teacher educators, researchers, policy makers, teachers, and other stakeholders in the education system, with high rates of teacher attrition in many parts of the world. The number is highly contested and has been placed at between 8% and 50% of teachers leaving the profession within the first five years (Buchanan et al., 2013; Changying, 2007; Cochran-Smith, 2004; Guarino, Santibanez, & Daley, 2006; Ingersoll & Smith, 2003; Queensland College of Teachers, 2013) . The attrition of ECTs is also a long-running concern for those invested in teacher education and policy not solely because of the rate but also because of the reasons behind it. Often it is quality teachers who are leaving the profession (Smith & Ingersoll, 2004) where attrition is the result of dissatisfaction with alterable aspects of the profession (Borman & Dowling, 2008; Clandinin et al., 2015) . Research into attrition is aimed beyond simply increasing retention at the broader goal of understanding how the profession can be changed to improve what Gu and Day (2007) referred to as quality retention, whereby teachers remain committed to and intrinsically motivated by their profession.  ","cbCaidqsF6xhCY9l","https://ap.wps.com/l/cbCaidqsF6xhCY9l","pdf",410375,22,"English","# Introduction\n## Attrition concerns and contested rates\n## Why understanding attrition matters for teacher retention\n# Study focus and theoretical framing\n## Three key factors: PSE, early career support, professional satisfaction\n## Evidence from prior research and policy implications","[{\"question\":\"What does the study examine about early career teachers (ECTs)?\",\"answer\":\"It examines the complex factors that shape ECTs’ intentions to leave the profession, focusing on relationships among preservice education, early career support, and job satisfaction.\"},{\"question\":\"What data and scope does the research use?\",\"answer\":\"The study uses data from 2,144 Australian ECTs to explore how those elements relate to intentions to leave.\"},{\"question\":\"Which findings are highlighted as most important?\",\"answer\":\"The results emphasize collegial relationships with peers and confirm the significance of mentoring and induction programs, alongside a strong association between job satisfaction and intention to leave the profession.\"}]","Australian Journal of Teacher Education - Issue 3 - Abstract and findings on early career teachers’ intentions to leave the profession | PDF",1792078032,55]